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Findings from the EURASHE survey ‘SCHE-L5 the Missing Link in the Bologna countries’

EQF Conference

Tallin, 22 October 2012Magda Kirsch

CONTEXT OF THE STUDY

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EURASHE SCHE study EURASHE SCHE study 20102010: Context: Context

In 2003 the European Commission commissioned EURASHE to carry out a study on TSC study in Europe.

In order to monitor progress that has been made in the field of SCHE in Europe, the European Commission has asked EURASHE to carry out a follow-up report.

Scope EU 31 + TR Focus on progression routes for graduates

– Progression to further studies – Progression to the labour market - employability

Focus on social dimension in HE

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20102010: Socio-economic context: Socio-economic context

20% of unemployed young people most of them unskilled or low-skilled workers;

Labour market needs highly skilled technicians; Many young people with low SES are ill-prepared to

access HE; Growing number of adult workers who (have to) return

to education to upgrade their skills; In view of widening access to education, LLL and

meeting labour market needs SCHE is increasingly important;

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EURASHE SCHE study EURASHE SCHE study 20102010: Context: Context

LEVEL 5 EQF COMPARED TO OTHER QUALIFICATION FRAMEWORKS

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Definition for SCHEDefinition for SCHE

European Higher Education Area Framework (3 cycles)– within the first cycle, short cycle higher educationqualifications typically including or represented byapproximately 120 ECTS credits – within national contexts- Dublin descriptor

EQF for LLL (8 levels) = Translation device for NQF– Level 5– Decriptor for level 5 EQF

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SCHE = level 5SCHE = level 5

The 2007 London Communiqué ‘Towards the European Higher Education Area: responding to challenges in a globalised world’ states: ‘We [the Ministers] are satisfied that national qualifications frameworks compatible with the overarching Framework for Qualifications of the EHEA will also be compatible with the proposal from the European Commission on a European Qualifications Framework for Lifelong Learning”.

Source: Bologna Process (2007) – London Communiqué

EQF documents assert compatibility for the higher levels of the EQF with the QF-EHEA – Cross referencing was carried out at levels 5 to 8

Source: European Commission (2008). Explaining the European Qualifications Framework for Lifelong Learning

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EURASHE SCHE study 2010EURASHE SCHE study 2010Many NQF still under constructionMany NQF still under construction

Country NQF Introducedunder developmentSHE at level EHEA/SCHE when PS links PS no links IntentionAT 8 no SCHE (5?) noBEDE 8 (5?) no SCHE yet (5) yesBEFR 8 (5) SCHE 2009 yesBENL 8 2009 5 SCHE 2009 yesBG 8 (5?) no SCHE? 1999 unclearCH no SCHE (5?) unclearCY 8 (5) SCHE 1970's yesCZ 8 (5,6?) no SCHE 1995 unclearDE 8 no SCHE (5?) noDK 8 2003 5 SCHE 1997 yesEE 8 2008 no SCHE yet (5?) yesES 8 (5) SCHE yesFI no SCHE (5) noFR 5 ? 3 SCHE 1966 yesGR 8 no SCHE ? noHU 8 (5) SCHE 1998 yesIE 10 2003 6 SCHE 1970's yesIS (7) (4) SCHE 1990 yesIT ? no SCHE yet (4 /5 ? EQF ) probablyLI ? no SCHE (5) unclearLT 8 no SCHE 5 noLV 8 (5) SCHE 2001 yesLU 8 (5) SCHE ? yesMT 8 2007 5 SCHE 2005/2006 yesNL 8 2010 5 SCHE 2006 yesNO ? ? SCHE 1970's yesPL ? no SCHE ? noPT 8 2010 5 SCHE ? yesRO 8 no SCHE (5) noSE ? ? no SCHE (5) noSI 8 (6.1) SCHE 1996 yesSK 8 no SCHE ? noTR 8 (5) SCHE ? yesUKEW 8 2001 HND + FD L5 SCHE 70's FD 2002 yesUKSC 12 2001 8 SCHE 70's yes

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SCHE = EQF level 5?SCHE = EQF level 5?

Many NQF still under construction; Most countries surveyed have an NQF for higher education in

line with the QF-EHEA; Many countries not having NQF use ISCED Countries with NQF mostly have SCHE or intend to introduce

it Most countries with NQF 8 levels but FR 5, IE, 10, SC 12 Level 5 virtually always link between SE and HE

– 1-4 SE / 5-8 HE – 1-5 SE / 6-8 HE – 1-3 SE / 4-8 HE

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Different meta-frameworks in use: Different meta-frameworks in use: different objectivesdifferent objectives

ISCED = an instrument suitable for assembling, compiling and presenting statistics of education: distinction between levels and fields.

QF-EHEA = to harmonise higher education systems in Europe by introducing common degree structures with an approximate number of ECTS credits to be earned , thus enhancing transparency, recognition and mobility.

EQF = reference tool to compare the qualification levels of the different qualifications systems and to promote both lifelong learning and equal opportunities in the knowledge-based society, as well as the further integration of the European labour market.

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Different meta-frameworks in use: Different meta-frameworks in use: position of SCHEposition of SCHE

ISCED = SCHE is at level 5B – First stage of tertiary education (not leading directly to an advanced researchqualification) - Min. 2 years – Qualifications in category 5B are typically shorter than those in 5A and focus

on occupationally specific skills geared for entry into the labour market, although some theoretical foundations may be covered in the respective programme.

difficulties to distinguish between SCHE and Prof. Bachelor EQF = SCHE is at level 5 at the EQF

SCHE = short cycle within or linked to first cycle

Many respondents confused frameworks

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Different meta-frameworks in use: Different meta-frameworks in use: position of SCHE (ctd.)position of SCHE (ctd.)

Short cycle (within or linked to the first cycle) Qualification Level 5 of the EQF

Learning outcomes ECTS credits Learning outcomes

Qualifications that signify completion of the higher education short cycle (within the first cycle) are awarded to students who: 1.1. have demonstrated knowledge and understanding in a

field of study that builds upon general secondary education and is typically at a level supported by advanced textbooks; such knowledge provides an underpinning for a field of work or vocation, personal development, and further studies to complete the first cycle;

1.2. can apply their knowledge and understanding in occupational contexts;

1.3. have the ability to identify and use data to formulate responses to well-defined concrete and abstract problems;

1.4. can communicate about their understanding, skills and activities, with peers, supervisors and clients;

1.5. have the learning skills to undertake further studies with some autonomy.

Approx.

120 ECTS credits

LO relevant to Level 5 within EQF include: “comprehensive, specialised, factual and

theoretical knowledge within a field of work or study and an awareness of the boundaries of that knowledge;

a comprehensive range of cognitive and practical skills required to develop creative solutions to abstract problems;

exercise management and supervision in contexts of work or study activities where there is unpredictable change;

review and develop performance of self and others1”

1 http://www.ond.vlaanderen.be/hogeronderwijs/bologna/documents/BPStocktaking9May2005.pdf,

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Transition pattern ISCEDTransition pattern ISCED

Source: ISCED 1997

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SCHE is most blurred area in QF-EHEA -SCHE is most blurred area in QF-EHEA -ISCEDISCED

EQF QF EHEA

ISCED

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Third cycle Ph.D. 6

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Second cycle Master

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First cycle Bachelor i.a. professional bachelor

5A 5B

Most blurred zone of qualifications

5 i.a. Higher vocational / professional qualifications

Short Cycle within the 1st cycle

Various titles, degrees:

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Some Higher Vocational qualifications organised by HEI

4 Post-secondary non-tertiary

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2 2 1 1

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Different meta-frameworks in use: Different meta-frameworks in use: differences and similaritiesdifferences and similarities ISCED and QF EHEA refer to duration /workload – ISCED vague EQF : ‘qualification’ is defined as ‘a formal outcome of an

assessment and validation process which is obtained when a competent body determines that an individual has achieved learning outcomes to given standards.

(Source: Official Journal of the European Union, 6.5.2008, C 111/3. Recommendation of the European Parliament and of the Council of 23 April 2008 on the establishment of the European Qualifications Framework for lifelong learning. annex 1 )

Qualification can be given by others than educational providers (e.g. sector bodies). The EQF is therefore much more market-oriented than the European Higher Education Area Framework.

Two qualifications frameworks (EQF and QF-EHEA) are not explicitly linked as students or workers who progress from level 6 to level 7 do not automatically progress from Bachelor’s to Master’s degree.

FINDINGS OF THE EURASHE LEVEL 5 STUDY

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Where do we find SCHE/L5?Where do we find SCHE/L5?

Some countries have level 5 or are planning to introduce it but do not intend to introduce SCHE (e.g. FI);

Sometimes credits earned in those level 5 programmes can be transferred to HE programmes (e.g. CH);

One country has two-year programmes that are not considered to be SCHE (SE) but are at level 6 and equivalent to BA;

In two countries (IE, HR) SCHE/level 5 EQF is provided by HEIs and coexists with the “Advanced Certificate in IE”, and the “Majstor, HR”a further education and training award at level 6 of the Irish NFQ, (level 5 EQF) that is not aligned with the QF-EHEA

In the UK SCHE can also be found at level 4.

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Parallel qualificationsExample of Ireland: Source Bryan Maguire Brussels 19-20 April 2012

Level 5 Advanced Certificate Most common (6,834 in 2010) National standards set and award made by Further education and training

awards council (FETAC) Two major variants

– Crafts (alterance model 4 years post level 2/3/4)– School-based (1 year post level 4)

ECVET pilotHigher certificate Long established short cycle HE Declining popularity (4,075 in 2010) Awarded in institutes of technology Programme specific standards within broad national field standards 120 ECTS

Parallel qualifications: Example of Croatia: Source Prof. Dr. Mile Dželalija – PLA Brussels 19-20/04/2012

Size of qualifications: HEI qualifications – short cycle:

– Minimum 2 years education, minimum 120 ECTS “Majstor” – Trades and Crafts qualifications:

– Master Craftsman Examination and minimum of 2 years of work experience in the profession (if appropriate VET)

– Master Craftsman Examination and minimum of 3 years of work experience in the profession (if not appropriate VET)

Profile of qualifications: Both are professionally oriented and directly linked to labour

market needs:– “Majstor” – Master craftsman eye-optician, goldsmith, ...– “Pristupnik” – Short-cycle (Higher education qualifications)

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Provision of SCHE/ VHE: institutions Provision of SCHE/ VHE: institutions

- Majority of institutions for SCHE are HEIs (universities, universities of applied sciences) but also Voc. HEC, FEC, Sec. schools, Centres for adult ed.

- HEIs are often awarding body for SCHE even if SCHE is not organised within the HE institution but also ministries or Qualification agencies award the qualification.- Facilitates progress towards HE- Are often also responsible for QA

- For L5 qualifications outside HE also diversity of institutions;

- What are the awarding institutions for VHE?- Professional bodies? Ministries ? Adult education

centres? Post-secondary institutions?

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Main objective – type of qualificationsMain objective – type of qualifications

Further professional specialisation: CZ, FR, LU, SI, TR, UK EWNIShort professional education: BEfr, BEnl, DK, ES, IE, IS, LV,NO, PTPreparation for further studies: MT, CYTwo progression routes equally important: HU, NL, UKSCAs far as HVE is concerned only professional qualifications

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Main objective of SCHE

Further professional specialisation focusing on employment

A short professional education not linked to previous studies (e.g. nursing)

Preparation for degree studies

Focusing on employment but also degree studies

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Programmes providedProgrammes provided

Curriculum (according to institutions)Curriculum (according to institutions)

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Majority combination of theory, practice and work placement 14 combination of practice and theory (CY, CZ, DK, IE, IS, MT,

TR, UK) 3 mainly practice-based (2 HU, 1LV) 2 mainly theoretical (2 NO) and 1 theory and work placement (CZ)

Use of Learning outcomesUse of Learning outcomes

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Qualification frameworks have given a boost to the use of LO Several countries state that the subject-specific LO are used to indicate

what students are able to do when finishing the programme (BEnl, CZ, ES, FR, HU, LU, IE (SCHE), AT, EE, SK (PS), FI, SE (HVE), IT (HTE),

Employers and the professional field (TU, CC) are involved in defining the LO of SCHE/L5 programmes;

LO facilitate vertical mobility – sometimes basis for bridging course Some countries see the use of LO as a challenge (e.g. TR) because the

necessary equipment to practice skills is not always present). Also Greece (no SCHE) finds it a challenge to define levels in terms of LO

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Involvement of industry, CC, TU, EA Involvement of industry, CC, TU, EA

- Industry, LM involved: everywhere except NO – IS and CY rarely- Chambers of Commerce: AT (no SCHE),BEnl, BEfr, CZ, DK, FR, HU, IE, LV,

MT, SI, TR, UK (as well EWNI as SC)- Trade Unions: BEnl, BEfr, DK, FR, IE, LC, SI, TR, UK (all)- Employment agencies: BEnl, BEfr, HU, LV, MT, SI- Employers’ organisations: CY, NL – Sector skills councils:UK

- Involvement through provision of placements (78%) , helping to draft curricula (69 %) and LO (60%), sitting on board of institutions (67%), teaching at institutions providing SCHE (64%).

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6 2 1

Who is involved?

Industry

Chambers of Commerce

Trade Unions

Employment agencies

Employers' organisations

Individual organisations

Use of ECTS and DS in SCHE

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Country national CSECTS ECTS/nat CS is used alongside a national credit systemby all instit. by most inst.by some inst. legal obligation to do soeasy transition onto undergraduate programmesintern. coop.BEFR • • •BENL • • •CY • • •CZ • • •DK • • •ES •FR • • •HU • • •IE • • •IS • • •LV • • •LU • • •MT ECVET • •NL • • •NO • • •PT • • •SE • •SI • • •TR • • •UK EWNI • •UK SC • •

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Two progression routesTwo progression routes1. Progression to bachelor studies1. Progression to bachelor studies

Bridging course not compulsory: LV, MT, UK (EWNI + SC)Bridging course compulsory: BEnl, IEExam: TRIn some countries 120 ECTS can be transferred:CY, FR, IE, NL, NO,UK

0 2 4 6 8 10 12 14 16

Legislation on transition to degree studies

Majority of students make transition

Access courses to make transition

Professional experience is taken into account

Special top-up programmes (1 year/60 ECTS)

Foreign level 5 students can continue degree studies

Transition to degree studies

sometimes no yes

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Two progression routes: Two progression routes: 2. Labour market - Employability 2. Labour market - Employability

- Demand for graduates at level 5 in all countries concerned but decreasing in some countries (e.g. NO), mainly employed as highly skilled technicians (14) or in services (22).

- Institutions mentioning employment rate below 80% are all from TR, IE, HU

- In the UK EWNI only 7 % of full-time FD qualifiers, and 4 % of PT qualifiers, were neither studying nor in employment 6 months after graduation.

0

5

10

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Between 95% and 100%

Between 90% and 95%

Between 85% and 90%

Between 80% and 85%

Less than 80%

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148

Employability rate

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Enhancing employability Enhancing employability

0% 20% 40% 60% 80% 100%

Focusing on multilingualism

Including personal development plans in the programme

Having a career guiding service

Using innovative pedagogical approaches

Collaboration with industry through placements /alternative …

Implementing a modular approach

Taking labour market needs into account drafting curricula

Regularly adapting the curricula to the LM needs

Taking labour market needs into account setting up …

Focusing on professional competences

6%

25%

25%

50%

63%

75%

69%

75%

81%

88%

18%

30%

39%

50%

64%

45%

73%

59%

64%

68%

Employability is taken into account by:

Inst Min

Profile of students and teachers

High percentages of PT students in SI (55%), LV (48%), NL (45%), UK EWNI (43%) and IE (43%) but also in BE (just been introduced);

High percentages of FT students in TR (100%) DK,(90%), FR (90%), CY (80%), MT (80%), HU (76%), CZ (72%) IS (70%);

Majority of mature students in NL (70%), EWNI (65%) DK (60%), SI (55%), BE; therefore greater flexibility

In many countries students with low SES over-represented In most countries majority of teachers with MA degree (BEfr, BEnl, CZ, DK,

ES CAT,FR (STS) HU, LU, MT, SI, TR); Majority with PhD. In FR (IUT), IS, NO In NL, EWNI, IE, SC majority with BA, Mixture of academic and professional profile

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CONCLUSIONS

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Some conclusions

SCHE = 1,693,701 students 50% male – without TR 48%, (10% of HE students), including L5 HVE probably more than 2 mio.

SCHE but also HVE L5 is provided in different settings– Majority of SCHE is in HE Institutions– Also provided in FEC, centres for adult education, in secondary

schools etc. In half of the countries students with low SES overrepresented Variety of access routes (including RPL), Curriculum is Theory + practice (+ placements) Use of LO is progressing

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Some conclusions

Clear involvement of business & social partners Virtually always a professional orientation Usually high esteem for qualifications at L5 Flexible learning environments Most popular in: business, admin., hospitality, ICT Transition from SCHE to level 6 is common and distinction

between level 5 and Level 6 is clear; Sometimes horizontal mobility is possible from HVE (access to

HE) Limited involvement in internationalisation

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Some conclusions

SCHE is clearly in line with all major developments in HE QA could be enhanced – not yet according to ESG -QA Accreditation organisations often not independent Employability: rather high

but ....decreasing in some highly developed economies In most countries graduates are highly appreciated by LM Social commitment L5 high Clear link L5 and skills needs ! L5 is necessary link between L3/4 and L6

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Some conclusionsSome conclusions Not all countries consider SCHE to be HE; Not all countries consider descriptor for EQF level 5 to

be compatible with QF – EHEA; Some countries consider that HE cannot be associated

with a vocational/professional orientation; SCHE is not always level 5 and level 5 is not always

SCHE; SCHE level 5 is sometimes offered alongside level 5

qualifications that are not in line with QF EHEA e.g. IE, HR.

Some conclusions

SCHE- level 5 EQF clearly contributes to reaching the objectives of “ET 2020”

– Making lifelong learning and mobility a reality; In many countries a majority of mature learners are involved

– Improving the quality and efficiency of education and training; Students who are ill-prepared for bachelor studies can progress on the ladder of learning

(less drop-out); This level of education can provide the skills the labour market needs; Flexible learning environments;

– Promoting equity, social cohesion and active citizenship; Many students of low SES, first generation HE students

– Enhancing creativity and innovation, including entrepreneurship LO are defined together with industry using innovative approaches

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New paradigmNew paradigm

Are we going towards a new binary system at level 5 of the EQF with on the one hand SCHE (QF-EHEA) more focusing on progression in HE and on the other hand a more vocational profile focusing on the labour market?

Personally I am in favour as it would avoid lenghtening some types of HVE and at the same time offer a HE route to some more theoretically/academically oriented short programmes

Any questions?

Thank you for your attention!